Reflective practitioners: expectations vs facts

dc.contributor.author	Witkowska, Magdalena
dc.date.accessioned	2012-01-26T13:47:55Z
dc.date.available	2012-01-26T13:47:55Z
dc.date.issued	2010
dc.description.abstract	Over the years of working at school teachers gain experience that is necessary for their professional development. The teaching experience may appear of little value if teachers do not reflect upon it. Reflection is the key to success in teaching. The article presents the results of a questionnaire conducted with foreign language teachers from Gorzów Wielkopolski, Poland schools who were asked about their reflection. Many teachers (95%) reported that they reflected on their teaching and even made notes (50%). The research outcomes provide interesting facts about teachers’ reflections.	pl_PL
dc.identifier.citation	Glottodidactica vol. XXXVI, 2010, pp. 179-188.	pl_PL
dc.identifier.issn	0072-4769
dc.identifier.uri	http://hdl.handle.net/10593/1914
dc.language.iso	en	pl_PL
dc.publisher	Wydawnictwo Naukowe UAM	pl_PL
dc.subject	experience	pl_PL
dc.subject	teaching experience	pl_PL
dc.subject	practical knowledge	pl_PL
dc.subject	teacher autonomy	pl_PL
dc.subject	reflection	pl_PL
dc.subject	reflective practitioners	pl_PL
dc.subject	auto-reflection	pl_PL
dc.subject	self-evaluation	pl_PL
dc.subject	teacher development	pl_PL
dc.title	Reflective practitioners: expectations vs facts	pl_PL
dc.type	Artykuł	pl_PL

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